Session No. and Title 12.

GAD ORIENTATION FOR GENDER RESPONSIVE SCHOOLS

Duration 2 hours

Target Participants High School Teachers

Link to the Previous Session/Topic The previous session covers senior high school structures and processes. To optimize the support of the
structure and processes in developing the learners and the work force as well as the other stakeholders, the
school should uphold the rights of each and everyone by being gender responsive. The school should be a
vessel to minimize if not totally eradicate discrimination based on gender.

Link to the Next Session/Topic This session discusses the rights of all stakeholders in the school system regardless of sex, age, ethnicity and
gender. The next session will discuss the rights and responsibilities of the teacher.

How does this contribute to the Gender responsiveness of schools and its stakeholders supports and ensures the mission of the DepEd. It
program outcomes? also adheres to rights-based educational system.

Learning Objectives
At the end of the session, the participants should be able to
 Explain concepts of sex, gender, gender characteristics, gender roles, and other key concepts related to
Gender and Development mainstreaming in SHS
 Appreciate impact of gender relations to the appropriateness of program interventions and services in
the education sector particularly SHS.

Key Understandings
Gender is about recognizing roles between men and women.
•The challenge is to strike an appropriate balance of gender roles between men and women/boys and girls,
through education and training, given that gender, role differences and stereotyping are socially
constructed.
•Gender equality is a globally recognized development agenda. Addressing gender issues is a complex
process – the issues are often culturally ingrained, and involve a number of institutions.

References PCW GAD Resource Kit, RA 9710

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 Slide Time
Stage and Methodology Key Points Tools/Resources
Number Allotment
Harmonizing GAD understanding

Say:
House rules: Powerpoint 5 minutes
1. Lahat Kasali, kasali lahat presentation
2. Walang tama. Walang mali.
3. Walang boss, walang alipin.
4. Ang pagiging mahiyain ay gender issue.
5. Respect
Four premises of GAD Orientation:
1. GAD is not war of sexes
2. GAD is not anti-male
3. Both women and men are victims of gender
inequality, although there are more women
victims than men 1 hr./
LECTURE WITH AUDIENCE 4. Both women and men have a stake in the 60 mins.
PARTICIPATION struggle for gender equality
Note: Resource person discusses and emphasizes the
house rules and the premises of the orientation
(emphasis on not-being anti-male)
Do:
Give the Differentiating sex from gender quiz
Ask for volunteers to define sex and gender

Sex is biological and universal.

Gender is socially and culturally constructed.
Gender Roles are developed/Perpetuated by
1. Manipulation
2. Canalization
3. Verbal Appellations
4. Activity Exposures

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Note: RP discusses how gender roles result to
discrimination/gender-based violence and how these
are perpetuated by society.

Gender and Development adopts the principle that

development is for all – all humans, men or women
have the right to the same opportunities to achieve a
full and satisfying life.
It further recognizes that gender biases impede
development (capacity to do and be).
GAD rethinks and restructure practices and structures
perpetuating inequalities (discrimination) of all kinds.
Gender issues are deterrents to development.

What is the role of DEpEd in ensuring that gender-based

discrimination/violence is minimized if not totally
eradicated in the school system?
1. In RA 9710, the instructional goal is “to ensure
the promotion and protection of the dignity and
self-worth of both sexes by integrating and /or
infusing core messages and related values on
gender-fair education in the curricula…”
2. Learners goals are:
a. “To foster a sense of personal growth and
dignity and respect for the abilities and
rights of people of all races, ethnic
backgrounds of both sexes; and
b. To develop awareness of the gender biases
and stereotyping that have been culturally
perpetuated in order to be able to rectify
these.”

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 Key GAD Concepts:
1. Shared parenting
2. Shared home management
3. Shared decision making
4. Equalized opportunities
5. Equalized Representation in Public Affairs and
Enhanced Participation
6. Make Women’s Roles and Contributions Visible,
Valued and Recognized
7. Ensure Non-sexist Socialization
8. Anti-Violence against women and Children
Note: RP discusses RA 9710 in relation to the
education system with emphasis on Sections 12, 16,
20, 31 and 35
NB: Provide readers for the MTOT Facilitators.
Ask: How does gender sensitivity/responsiveness of the
education system contribute to the DepEd’s
performance of its mandate?

Expected answer:
Part of DepEd’s mission is the provision of a learner and
teacher friendly environment. An environment free
from discrimination/violence provides a greater 20 minutes
guarantee in the achievement of learning outcomes.
DISCUSSION
NB: Include specific DepED policies/programs that
address GAD issues
Note: RP can quote DepEd Mission

Ask: What are the causes and effects of gender

disparity?
• Expected answers:
 The problem is rooted in cultural attitudes and
social structures that prioritize men’s needs

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 over those of women

 Gender-based violence
 Unequal treatment of males and females and
their derivatives

Ask: As a teacher /trainer, how can we create a gender 15 minutes

sensitive/responsive SHS classroom/school?
Expected answers:
Recognize the problem is rooted in cultural attitudes
and social structures that prioritize men’s needs over
those of women
Recognize the link between violence prevention and
increasing gender equity
SYNTHESIS
•Teach young people to engage in respectful and
emotionally healthy relationships
a. Empower young people with useful knowledge, skills
and understanding and promoting positive, non-violent
relationships based on equality and respect
b. Create an atmosphere where violence (such as
bullying) and the use of aggression to resolve conflicts is
not tolerated

Do: Manila paper and 20 minutes

Form 5 groups and ask them to identify a prevalent markers
gender-based issue in their school /district/division and
APPLICATION
ask them to write down how they can solve /address
the issue.
Share group’s outputs.
CLOSING Wrap up the session and thank the participants.

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